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dc.contributor.authorLämsä, Joni
dc.contributor.authorHämäläinen, Raija
dc.contributor.authorKoskinen, Pekka
dc.contributor.authorViiri, Jouni
dc.date.accessioned2018-10-17T12:24:44Z
dc.date.available2018-10-17T12:24:44Z
dc.date.issued2018
dc.identifier.citationLämsä, J., Hämäläinen, R., Koskinen, P., & Viiri, J. (2018). Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning. <i>International Journal of Science Education</i>, <i>40</i>(14), 1697-1717. <a href="https://doi.org/10.1080/09500693.2018.1506594" target="_blank">https://doi.org/10.1080/09500693.2018.1506594</a>
dc.identifier.otherCONVID_28216042
dc.identifier.otherTUTKAID_78554
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59858
dc.description.abstractThis study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos from a technology-enhanced learning environment and audio recordings of discussions between students. We performed a thematic analysis based on the phases of inquiry-based learning (IBL). The thematic analysis was complemented by a content analysis, in which we analysed whether the utilisation of technological tools was on a deep-level, surface-level, or nonexistent basis. Student participation was measured in terms of frequency of contributions as well as in terms of impact. We visualised the sequence of the face-to-face interactions of two groups of five students by focussing on the temporal aspects of IBL, technology enhancement and collaborative learning. First, instead of the amount of time the groups spent on a specific IBL phase, the between-group differences in the most frequent transitions between the IBL phases determined their differential progress in the CIBL process. Second, we found that the transitions were triggered by the groups’ ways of utilising technological tools either at the deep level or at the surface level. Finally, we found that the level of participation inequity remained stable throughout the CIBL process. As a result, only some of the members of the groups played a role in the most frequent transitions. Furthermore, this study reveals the need for scaffolds focussing on inquiry, technological and collaborative skills at the beginning of the learning process.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesInternational Journal of Science Education
dc.rightsCC BY 4.0
dc.subject.otherinquiry-based learning
dc.subject.othertechnology-enhanced learning
dc.subject.otheruniversity physics learning
dc.titleVisualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201810014280
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Physicsen
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineFysiikkafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiainePhysicsen
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-10-01T12:15:17Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1697-1717
dc.relation.issn0950-0693
dc.relation.numberinseries14
dc.relation.volume40
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 The Author(s)
dc.rights.accesslevelopenAccessfi
dc.subject.ysoyhteistoiminnallinen oppiminen
dc.subject.ysovisualisointi
dc.subject.ysoyhteisöllinen oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7481
jyx.subject.urihttp://www.yso.fi/onto/yso/p7938
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/09500693.2018.1506594


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